title: The effects of context on the classroom discourse skills of children with language impairment.
abstract: OBJECTIVE
  The purpose of this study was to explore the effects of context on the classroom discourse skills of children with language impairment (LI).
  
  
  METHODS
  Four classroom contexts were audiotaped among 11 children with LI: a journal-writing conference, a small-group lesson, a peer play session, and sharing time.
  
  
  RESULTS
  Context affected the children's performances on language productivity and complexity measures, self-monitoring strategies, and turn-taking patterns.
  
  
  CONCLUSIONS
  Classroom discourse as a set of discourse genres is critical in the assessment and intervention of LI. In order to be representative of a given child's competence, several of such genres must be sampled in language assessment.
authors.affiliation: York University, Toronto, Ontario, Canada. kpeets@post.harvard.edu
authors.forename: Kathleen F
authors.initials: KF
authors.lastname: Peets
mesh_terms: D000704:Analysis of Variance; D002648:Child; D032882:Comprehension; D003479:Curriculum; D006801:Humans; D007398:Interpersonal Relations; D007806:Language Disorders / Q000523:psychology; D019303:Multilingualism; D012574:Schools; D012919:Social Behavior; D013060:Speech